Journal of Social Studies Education Research最新文献_第9页

Impact of Situated Learning Approach on Teacher Learning: Physical Education Teacher Trainees' Perception of Disability and Inclusion 情境学习方法对教师学习的影响:体育教师培训生的残疾感知与包容

Journal of Social Studies Education Research Pub Date : 2022-05-23 DOI: 10.37256/ser.3220221280

Jihoun An

{"title":"Impact of Situated Learning Approach on Teacher Learning: Physical Education Teacher Trainees' Perception of Disability and Inclusion","authors":"Jihoun An","doi":"10.37256/ser.3220221280","DOIUrl":"https://doi.org/10.37256/ser.3220221280","url":null,"abstract":"Globally, educational inclusion for Students with Disabilities (SWDs) has been a rising movement since the 1990s. However, discourses on professional development processes that prepare teachers to become inclusive practitioners for SWDs are still limited. This qualitative case study examined the learning experiences of Physical Education Teacher Trainees (PETTs) in an introductory adapted physical education course designed with a situated learning framework to explore its influences on their understanding of disability and inclusion in physical education. The course was re-designed incorporating three interrelated dimensions-context, learner, and activity-of the situated learning. A qualitative intrinsic case study design driven by an interpretive perspective was undertaken to describe and understand the PETTs' experiences. Four PETTs' (3 females, 1 male) perceptions were gathered through a semi structured interview, reflections on learning activities, photos, a pre-course survey, and field notes. Three themes emerged from the thematic analysis are: (1) The power of authenticity in learning, (2) Beyond empathy: accepting individual differences, and (3) Inclusion as an integral part of education. Findings reveal that PETTs have shown perceptual transformation in disability and inclusion. This study discusses the PETTs' conceptualization of disability and inclusion with the notion that direct engagement with practices can deepen their learning within social and cultural contexts, such as adapted/inclusive physical education and social relationships with the Community of Practices (CoPs).","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"245 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77131055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Stakes too High for Women? Gendered Examination of an Education Reform in Kenya 对女性来说风险太高?肯尼亚教育改革中的性别考试

Journal of Social Studies Education Research Pub Date : 2022-05-16 DOI: 10.37256/ser.3220221345

Thu-Hang Nguyen-Phung, Nahashon Nzioka Nthenya

引用次数: 1

Assessment of Ghanaian Language Teachers' Technological Pedagogical Content Knowledge amid the COVID-19 Pandemic in Ghana 2019冠状病毒病大流行期间加纳语言教师技术教学内容知识评估

Journal of Social Studies Education Research Pub Date : 2022-04-22 DOI: 10.37256/ser.3320221383

E. Nyamekye, Daniel Baffour-Koduah, John Zengulaaru, Abigail Osei-Owusu

{"title":"Assessment of Ghanaian Language Teachers' Technological Pedagogical Content Knowledge amid the COVID-19 Pandemic in Ghana","authors":"E. Nyamekye, Daniel Baffour-Koduah, John Zengulaaru, Abigail Osei-Owusu","doi":"10.37256/ser.3320221383","DOIUrl":"https://doi.org/10.37256/ser.3320221383","url":null,"abstract":"The sudden emergence of the COVID-19 resulted in an abrupt shift from the traditional face-to-face teaching method to the technology-mediated form of education at almost all levels of education in Ghana. To this end, teachers are expected to have competence not only in pedagogy and content but also in using technology to facilitate instruction. In this regard, this study sought to examine whether or not teachers of Ghanaian languages have Technological Knowledge and Technological Pedagogical Content Knowledge with respect to implementing technology-mediated instruction. To achieve the set purpose of the study, a cross-sectional survey design was adopted. Data were collected with a questionnaire on a five-point Likert scale. The gathered data were analyzed by computing the means and standard deviations of the Likert scale items. The findings of the study show that teachers of the Ghanaian languages possess good Technological Knowledge as well as Technological Pedagogical Content Knowledge (TPACK). Thus, they perceived themselves to be competent enough to implement any form of technology-mediated instruction in the wake of the COVID-19 pandemic. Having ascertained the perceived Technological Pedagogical Content Knowledge of teachers, the study recommended that Ghanaian language teachers should be resourced with working technological aids to make technology integration feasible amid the outbreak of COVID-19.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81899395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Assessing Pre-service Teachers' Attitudes towards Research Courses in Colleges of Education 职前教师对高等教育研究性课程态度的评估

Journal of Social Studies Education Research Pub Date : 2022-04-15 DOI: 10.37256/ser.3220221249

Jacob Issaka, Daniel Kwasi Hammond, Emmanuel Nomah, Duncan Dodzi Fiawoo

{"title":"Assessing Pre-service Teachers' Attitudes towards Research Courses in Colleges of Education","authors":"Jacob Issaka, Daniel Kwasi Hammond, Emmanuel Nomah, Duncan Dodzi Fiawoo","doi":"10.37256/ser.3220221249","DOIUrl":"https://doi.org/10.37256/ser.3220221249","url":null,"abstract":"Research plays a critical role in the building of knowledge and solving of societal problems. This study seeks to assess pre-service teachers for research courses in the Colleges of Education in the Oti region of Ghana. The study aims to assess pre-service teachers' attitudes towards research courses in the Colleges of Education in the Oti Region of Ghana. The study adopted a quantitative design. The survey research method was, however, used because it helps to collect data on attitudes. Simple random sampling was used to select 200 respondents. The data collection instrument used was a questionnaire. The data were analysed using descriptive and correlational statistical analysis. It was found that pre-service teachers have negative attitudes toward studying research methods and writing research project work. They see both research method and writing of research project work as complex and difficult, hence, they have high anxiety about research and dislike the research courses. It was concluded that the general attitudes toward studying research methods are directly linked to the perceived challenges of research. It is recommended that the challenges pre-service teachers face in learning research courses should be addressed to improve their attitudes towards research.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81814034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Retention of Mother Tongue as Instructional Language at the Junior High School Level in Ghana: Teachers' and Students' Perspectives 加纳初中阶段母语作为教学语言的保留:教师和学生的观点

Journal of Social Studies Education Research Pub Date : 2022-04-06 DOI: 10.37256/ser.3220221344

E. Nyamekye

{"title":"Retention of Mother Tongue as Instructional Language at the Junior High School Level in Ghana: Teachers' and Students' Perspectives","authors":"E. Nyamekye","doi":"10.37256/ser.3220221344","DOIUrl":"https://doi.org/10.37256/ser.3220221344","url":null,"abstract":"The early-exit transitional education policy in Ghana demands teachers at the junior high school level to exclusively use English as the language of instruction. However, there are enormous reports that some teachers constantly violate the implementation of this policy by retaining the Mother Tongue (L1) of students as the instructional language. The present explanatory case study, therefore, aimed to investigate the rationale behind the retention of students' L1 (Twi) as the language of instruction as well as how such practice affects students' academic progress. The study included five public schools in the Sunyani-West District of the Bono Region, Ghana. Data from 100 participants (including 25 teachers and 75 students) were gathered through classroom observations, focus group discussions, and interviews. It was found that teachers retain students' L1 at the junior high school level because they believe it is the most effective means of ensuring a better understanding of lessons, which would, otherwise, be difficult given the low English proficiency of the students as well as some teachers. The findings of the study also indicated that students had much interest in L1-based instruction because they believed that the use of their L1 created an enabling environment that promoted active participation and learner-centred pedagogy. In this regard, it was recommended that, given the difficulties teachers and students encounter in implementing the early-exit policy, the late-exit transitional education policy should be adopted by the Ghana Education Service.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79828145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Direction of Elementary Social and Population Education in Response to the Aging Era 探索应对老龄化时代的基础社会与人口教育方向

Journal of Social Studies Education Research Pub Date : 2022-03-31 DOI: 10.37561/sse.2022.03.61.1.67

Ha-in Song, Ki-dae Hong

引用次数: 0

Comparative Analysis of the Contents of Low Birth Rate and Aging in Elementary Social Studies Textbooks 小学社会教科书低生育与老龄化内容的比较分析

Journal of Social Studies Education Research Pub Date : 2022-03-31 DOI: 10.37561/sse.2022.03.61.1.83

Dongnyeok Han

引用次数: 0

A Study on the Utilization and Tasks of Drones as a Tool for Fieldwork 无人机作为野外作业工具的利用与任务研究

Journal of Social Studies Education Research Pub Date : 2022-03-31 DOI: 10.37561/sse.2022.03.61.1.25

Jisook Park

引用次数: 0

Exploring the Potential of Deconstruction for Democratic Citizenship in School Geography 探索学校地理中民主公民的解构潜力

Journal of Social Studies Education Research Pub Date : 2022-03-31 DOI: 10.37561/sse.2022.03.61.1.1

Gapcheol Kim

引用次数: 0

Critical Analysis of Global Citizenship in Social Studies Classrooms 社会研究课堂中全球公民的批判性分析

Journal of Social Studies Education Research Pub Date : 2022-03-31 DOI: 10.37561/sse.2022.03.61.1.47

Noah Yoon

引用次数: 0